Rubrics as a Vehicle to Define the Twelve Ceab Graduate Attributes, Determine Graduate Competencies, and Develop a Common Language for Engineering Stakeholders

Cicek, Jillian Seniuk; Ingram, Sandra; Sepehri, Nariman; Burak, J.P.; Labossiere, Paul; Mann, Danny; Ruth, Douglas; Parker, Anne; Ferens, Ken; Godavari, Norma; Oleszkiewicz, Jan A.; Topping, Aidan

doi:10.24908/pceea.v0i0.5876

Cited by 7 publications

(1 citation statement)

References 8 publications

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“…3 The International Engineering Alliance (IEA) is a non-profit organization that establishes and enforces international standards for engineering education to ensure quality and mobility. 4 Queen's University, the University of Calgary, UBC, the University of Toronto, Dalhousie, and the University of Guelph (Frank et al, 2011;Kaupp et al, 2012;Kaupp & Frank, 2016;Stiver et al, 2010;Stiver, 2011), Ryerson University (Easa, 2013;Salustri & Neumann, 2016;Shehata & Schwartz, 2015), Concordia University (Gopakumar et al, 2013;Hamou-Lhadj et al, 2015), the University of Manitoba (Seniuk-Cicek et al, 2014;Sepheri, 2013), the University of Alberta (Dew et al, 2013;ElAtia & Ipperciel, 2015a, 2015bElAtia et al, 2016;ElAtia et al, 2020;Ivey, 2017;Ivey et al, 2018;Parker et al, 2019;Watson et al, 2018), the University of Victoria (Gwyn, 2016(Gwyn, , 2017Gwyn & Gupta, 2015), and Memorial University (Spracklin-Reid & Fisher, 2012…”

Section: Contact Informationmentioning

confidence: 99%

Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes

ElAtia

Carey²,

Jamieson³

et al. 2021

CJHE

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Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs.

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Section: Contact Informationmentioning

confidence: 99%

Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes

ElAtia

Carey²,

Jamieson³

et al. 2021

CJHE

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The Faculty of Engineering Attribute Assessment Process at the University of Manitoba: Suggestions for Closing the Loop

Cicek

Ingram

Sepehri

2015

PCEEA

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This paper describes the findings from athree-year longitudinal study at the University ofManitoba designed to explore how the CanadianEngineering Accreditation Board (CEAB) graduateattributes are manifested and measured in the Faculty ofEngineering’s curriculum. Instructors from theDepartments of Biosystems, Civil, Mechanical, andElectrical and Computer Engineering were asked toconsider the presence of four of the 12 CEAB attributesand their subsequent indicators in one engineering coursetaught in one academic year. Each year, four differentattributes were targeted, chosen to reflect both thetraditional/technical and the professional/workplacecompetencies. Data were collected using a selfadministeredchecklist, which evolved over the three yearsof the study in an effort to more clearly define studentattribute competency levels, and to develop a commonlanguage and understanding in regards to the graduateattributes and the process of outcomes-based assessment.This final phase of the study enables us to understand howall 12 of the CEAB graduate attributes are manifest andmeasured across our engineering curricula, to discussour findings within the context of outcomes-basedassessment and accreditation protocols, and to strategizeways to close the loop.

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The Attribute Assessment Process in the Faculty of Engineering at the University of Manitoba: Year Three

Cicek

Ingram

Sepehri

2015

PCEEA

Self Cite

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Rubrics as a Vehicle to Define the Twelve Ceab Graduate Attributes, Determine Graduate Competencies, and Develop a Common Language for Engineering Stakeholders

Abstract: -

Cited by 7 publications

References 8 publications

Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes

Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes

The Faculty of Engineering Attribute Assessment Process at the University of Manitoba: Suggestions for Closing the Loop

The Attribute Assessment Process in the Faculty of Engineering at the University of Manitoba: Year Three

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